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Special EducationSensory Processing & RegulationSensory Preferences IdentificationSensory Tool UseCommunicating Sensory NeedsSensory Overload RecognitionDeep Breathing PracticeMovement Break UtilizationIndependent Calming Strategy UsePersonalized Calming RoutinePersonal Sensory Diet CreationProactive Sensory BreaksEmotion Intensity RecognitionDysregulation RecoveryPositive Behavior SupportUnderstanding Social StoriesPersonal Social Story CreationEmotional Regulation FrameworksPersonal Trigger IdentificationSelecting Regulation StrategiesReinforcement System ResponseSelf-Monitoring & RewardsLearning Positive AlternativesCross-Setting Skill GeneralizationSocial CommunicationEye Contact & Personal SpaceContext-Appropriate GreetingsAppropriate Volume & ToneConversation Turn-TakingTopic Maintenance in DiscussionEffective Help-SeekingBody Language InterpretationFacial Expression RecognitionIdioms & Figurative LanguageSocial Problem IdentificationSocial Solution GenerationSocial Decision EvaluationTask ManagementMinimal Prompting Task StartSelf-Talk for StartingStarter Strategies for Difficult TasksAge-Appropriate Task PersistenceStrategic Break ManagementSmooth Task TransitionsAdapting to Plan ChangesObstacle Problem-SolvingMulti-Day Project CompletionPlanning & OrganizationPhysical Material OrganizationVisual Schedule & Timer UseSequential Task BreakingTime Estimation SkillsTask PrioritizationDigital & Physical Workspace ManagementPersonalized Organization StrategiesDetailed Project PlanningMultiple Commitment BalancingAcademic Support StrategiesMath Manipulative UseVisual Math Problem RepresentationComplex Math Problem BreakdownText Highlighting & AnnotationVisualization While ReadingPredictions & Inferences from TextText Structure Graphic OrganizersWriting Graphic OrganizersSentence Frames & TemplatesStudy Guide CreationSpaced Repetition for MemoryAssistive Writing TechnologyWorking Memory SupportSingle-Step Direction FocusMulti-Step Direction FollowingInformation Chunking PracticeVisual Support Memory AidsMnemonic Device ApplicationEfficient Note-Taking SystemsGraphic Organizer Note-TakingNote Review & OrganizationSustained Complex Task AttentionAssistive TechnologySymbol-Word CommunicationAAC Device NavigationSpeech Recognition DictationDictation Text EditingText-to-Speech for ReadingDigital Calendar UseKeyboard Shortcuts NavigationProductivity App ManagementSelf-Advocacy SkillsCommunicating Learning NeedsRequesting AccommodationsAdvocating for Appropriate SupportsIEP & Student RightsUnderstanding IEP ComponentsMeaningful IEP Meeting ParticipationIDEA & Section 504 RightsProgress MonitoringTracking IEP Goal ProgressReflecting on AchievementData-Informed Instructional AdjustmentTransition PlanningCareer & Vocational Goal SettingExploring Post-Secondary OptionsIndependent Living Skills Planning

Sound Sprint Intervention

A high-leverage 45-minute Tier 2 reading intervention targeting letter-sound automaticity, continuous phoneme blending, and decodable word reading. Built for a 2-group rotation structure with explicit direct instruction routines and partner practice.

GMGrace Motz

Sound Sprint Intervention

A high-leverage 45-minute Tier 2 reading intervention targeting letter-sound automaticity, continuous phoneme blending, and decodable word reading. Built for a 2-group rotation structure with explicit direct instruction routines and partner practice.

GMGrace Motz

d i g

# 2

w e b

r u g

h e n

b a d

# 3

c u p

n e t

p i g

f o x

# 4

t u b

r e d

z i p

j o g

3

Partner Whisper Story (Check Partner's Flow)

Read in 6-inch whisper voices

Story 1: The Wet Pet

Fluent

The pet dog ran in the wet mud. Sam got a big tub. Sam had a mop. The dog sat in the tub.

Story 2: Red Fox

Fluent

A red fox sat on a hot log. The fox had a red cap. The bug hid in the box. The fox did not see it.

Coach check: Did your partner sing the sounds without long pauses?

Yes! Getting There

  • Stop Sound Insertion: Says "buh-a-tuh". → Clip consonant endings cleanly.
  • Instructional Action Protocol

    4–5 / 5 Correct: Advance to CCVC/CVCC or decodable readers

    3 / 5 Correct: Maintain in Tier 2; review error vowels in chains

    0–2 / 5 Correct: Switch to tactile sound boxes / flag for Tier 3

    Next Session Grouping & Specific Target Focus:

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